GENERAL SUMMARY: Plan and implement a recreational program designed for emotional, social, and physical development of children within the framework of the agency philosophy and objectives, under the direction of the Childcare Supervisor and the Child Care Director.

POSITION RESPONSIBILITIES:

1. Create a secure environment that invites learning through exploration and discovery.
a) Organize classroom environment into clearly defined areas and display appropriate materials where they are to be used.
b) Arrange areas that invite separate individual and small group play areas. Create clear pathways for children to move from one area to another.
c) Implement a variety of activities that can go outdoors throughout the year.
d) Select/use developmentally appropriate equipment & materials (e.g. construction materials, hobby and art materials, science materials, materials for dramatics, cooking, books, audio recordings, musical instruments, computers with appropriate software, board & card games, and complex manipulative toys and puzzles.
e) Maintain separate noisy areas from quiet ones.
f) Make adjustments for children w/ disabilities, special needs.
g) Regularly add new materials, props & equipment to expand & enrich children's play
h) Introduce the children to new experiences, ideas and challenges.
i) Display materials simply and attractively with labels, and accessible to encourage responsibility and independence.
j) Provide ways to ensure privacy.
k) Prepare a protected place for each child's belongings and provide a way to display and protect each child's completed work.
l) Passive media are used infrequently and another option for activity is always available.

2. Plan, prepare weekly academic-assistance plans and conduct an appropriate daily program.
a) Use a variety of teaching strategies. Recognize preference for self-selected peer groups.
b) Develop clearly defined goals for individual children that guide curriculum planning.
c) Coach or guide children in the acquisition of specific needed skills.
d) Provide homework assistance, supervision and tutoring. Utilize volunteer one-on one tutors.
e) Identify children who have difficulties in behavior or development and collaboratively with Social Services, create a plan to help the child acquire appropriate skills.

3. Guide, supervise and provide for the safety of all children within the classroom, on the playground, in the gym times and during field trips. Assure children have proper outer attire for all outside activities. Escort children to parks, on walking trips in the neighborhood and on field trips. Actively chaperone children, including full alert attention and provide for children’s safety at all times.

4. Plan, prepare weekly and long-term recreation plans; conduct an appropriate daily program.
a) Plan cooperative rather than competitive activities, and child- initiated activities; indoor and outdoor play. Limit large-group, teacher initiated activity.
b) Plan time periods appropriate to the age(s), experiences and academic assistance needs of the children. Balance daily activities in consideration of the child’s total daily experience.
c) Consult frequently with co-worker(s) to plan and prepare lessons & activities. Communicate collaboratively with co-worker(s) throughout the day to ensure smooth operations. Demonstrate trust, mutual respect and support for co-worker(s).
d) Maintain a consistent schedule and routines that enable children to predict events, develop a basic sense of trust, but which does not sacrifice flexibility when needed.
e) Utilize community resources ( special guests or field trips, museums, libraries, neighborhood businesses, municipal services, etc.) to expand/extend the children's experiences.
f) Allow daily time for self-directed activities to allow children to initiate play in all learning areas. Observe and assess each child without interrupting an actively engaged child. Encourage development of independent functioning, responsibility, self-regulation and self-control, as age appropriate. (e.g. performing responsible jobs, participating in community activities, opportunity to work or play alone, homework assistance and supervision).
g) Provide opportunities for children to use all their senses to explore and understand their world. (e.g. non-violence curriculum, social clubs, Summer Camp, etc.)
h) Plan activities that help children develop small muscle control (drawing, sewing, macramé, pottery, leatherwork, carpentry, computers, etc.)
i) Actively participate in and reinforce children's play.
j) Include materials that reflect diversity (ethnic, gender, ability & age) and provide opportunities to explore cultural heritage.
k) Plan and implement sub-group activities for children to provide more individual attention.
l) Conduct smooth and unregimented transitions between activities.
m) Administer approved medication, first aide according to established procedure. Complete accurate and timely incident reports. Follow appropriate emergency procedures.

5. Respectfully guide and implement family-style mealtimes, eating with the children to model healthy nutrition habits and table manners.
a) Encourage self-responsibility skills (assisting in setting the table, serving themselves, clean-up after the meal and assisting with clean up of tables, and chairs).
b) Help children to socialize. ( Food and drink not intended for children must be taken outside of classroom.)
c) Use mealtime to promote good nutrition, home economics knowledge, & socialization.
d) Encourage conversation throughout the meal.

6. Plan & implement creative activities which help children develop large muscle development during gym, or large motor, or outdoor times in both individual play and group experiences. Set up gym equipment for individual and organized games. Make full use of bicycles and active play equipment for organized games when outdoors. Return equipment to its proper place before leaving area. Stand by play equipment and gives full attention to children.

7. Spend individual time with each child each day.

8. Talk with children in ways that show respect and caring. Talk with children to build optimum self-esteem.
a) Offer encouragement, guidance and reinforcements for efforts and accomplishments.
b) Talk with children about their work focusing on the process, providing new vocabulary and reinforcing their efforts.
c) Give children sufficient warning before announcing clean-up time.
d) Use creative communications (so that a minimal number of “No’s” are necessary) to ease transition times
e) Use clean-up as at time for helping children to assume responsibility and work cooperatively.
d) Interact frequently with children in positive, friendly ways that show interest, respect and affection.
e) Demonstrate non- verbal interactions ( e.g. eye contact, smiling, fond embrace).
f) Actively listen to children and respond to children’s questions, suggestions or comments.
g) Engage in meaningful conversations with children about their interests, activities & inquiries. Encourage children to draw and tell stories about self, family and cultural practices.
h) Talk with children individually and in groups to encourage language, to build optimum self-esteem and, to develop social skills.
i) Address child(ren) by name.
j) Ask open-ended questions.
k) Incorporate multi-cultural terms to build positive self-identity , to build a sense of the group as community and, to demonstrate respect for all races, religions, family backgrounds and cultures.

9. Establish consistent rules and behavioral expectations and convey them clearly and consistently. Help children to resolve conflicts by using a problem-solving approach. Ask children open-ended questions and make suggestions to promote problem solving.
a) Recognize and encourage pro-social behaviors among the children (e.g. cooperation, helping taking turns, talking to solve social problems, verbalize positive & negative feelings).
b) Comfort children who are hurt, fearful or upset.
c) Help children to deal with anger, frustration or sadness by reflective communication.

11. Demonstrate knowledge of the stages of children's development in all areas.
a) Use collections of the children's work to assess each child's development and abilities.
b) Use assessment information to plan activities that promote each child's growth and development.
c) Recognize and allow for individual differences in development and
d) Integrate concepts and themes that reflect the community and interests of the children.
e) Observe, record and report significant individual's or group behavior in the form of anecdotal records, observational reports and requests for Clinical Services; share information appropriately. Maintain accurate and neat attendance records. Complete legible and permanent, (i.e., ink, typed, or on computer) records and incident reports in a timely manner.
f) Communicate with co-workers, families , Supervisor, Clinical Services and other Section staff to ensure curriculum and classroom experience from one year to another provide continuity with overall program objectives.
g) Effectively negotiate difficulties and differences that arise in interactions with other staff and parents.
h) Attend and participate in regularly scheduled inservices, workshops, section meetings, as well as professional conferences as available.
i) Minimally, complete 16 CEUs annually to meet DCFS, & NAEYC Accreditation continuing education requirements.).
j) Complete a self- performance evaluation annually.
k) Regularly participate and make contributions at Section meetings

12. Keep inventory of materials and equipment and recommends to supervisor when replacements are needed. Notify supervisor in writing of any needed repairs or maintenance in the playroom or playground to insure the safety of the children. Maintain and care for equipment in an orderly physical environment. Washing and cleaning of tables, shelves and equipment, sweeping floor etc.

13. Regularly keep parents informed of their child's growth and development in a respectful, professional manner and encourages parents to participate in the program. Respect cultural diversity. Support parents helping them feel confident as parents. Provide opportunities for parents to learn about the curriculum and how they can extend learning at home. Conduct parent-teacher conferences twice a year.
a) Discuss major changes that affect children (e.g. changes in room, teacher, special services, etc) with families before implementation.

b) Communicate with families to show trust, respect, sensitivity (especially in difficult
circumstances), and acceptance of cultural perspectives, confidentiality.
c) Welcome and encourage family members to share in the day-to-day program.
d) Solicit and incorporate parents’ knowledge about their child(ren) into on-going assessment & planning.
e) Maintain privacy and confidentiality in all communication regarding specific children and/or families.

14. At least annually, conduct an assessment with the Supervisor & Director to identify the strengths and weaknesses of the program and set program goals for the next year.

15. Acts with integrity and aspires to model the DCMC Core Values in the delivery of all services

REPORTS TO: Childcare Supervisor

Mandatory Job Qualifications
QUALIFICATIONS:
Bachelor Degree in Early Childhood/Child Development, Elementary Education, Physical Education, Recreation or other related fields from an accredited college or university.
OR
Requires two years of credits from an accredited college or university toward a Bachelors in Early Childhood/ Child Development, Elementary Education, Physical Education, Recreation or other related fields or an Associate Degree in Early Childhood or related fields, Plus minimum 1 year experience in group child care.
OR
Minimum 30 semester hours (or 45 quarter hours) of credits from an accredited college or university with six semester hours (9 quarter hours) related to school-age child care, child development, elementary education, physical education, recreation or related fields.
OR
Minimum one year prior experience (Min 1560 clock hours) in group child care serving school-age children AND 6 semester hours (or 9 quarter hours) of credits from an accredited college or university, related to school-age child care, child development, elementary education, physical education, recreation or related fields.
OR
A high school diploma or equivalency certificate plus 3120 clock hours of experience in a recreational program, kindergarten, or licensed day care center serving school-age children or a license exempt school-age child care program operated by a public or private school.

AND
Prior experience in group childcare is also preferred. Requires emotional maturity, respect, and patience for children to: model appropriate behavior; and to contribute to each child's physical, intellectual, social, emotional and developmental needs. Able to accompany children on Child Care Program related outings and attend to physical needs of the children. Able to lead/participate in recreational and educational activities with the children as a role model. Capable of providing for the physical safety of active school-age children in her/his immediate care. Staff who do not meet the new NAEYC requirements [published January 2006] together with the Child Care Supervisor must create and document a professional development plan to achieve these standards with a measurable timeline that corresponds to the NAEYC allotted time frame.